THE EFFECT OF STRUCTURED INTERVIEWS ON PREDICTING THE SUCCESS OF ASSOCIATE DEGREE NURSING STUDENTS
by Linn M. Storey
(Under the Direction of Libby Morris) Abstract
Screening processes for nursing program admission are necessary to best utilize the limited faculty and facility resources and ensure that the maximum number of students will proceed to graduation and licensure. The nursing shortage has been highly publicized, attracting more applicants to nursing programs. However, the shortage affects the number of qualified faculty members as well, and many existing experienced faculty members are nearing retirement age. Selecting the criteria for program admission is important but remains controversial; objective versus subjective requirements raises many concerns. This study examines the value of individual student interview scores when used alone and when used in combination with objective criteria to predict the success of associate degree nursing students. The correlation of COMPASS scores, prerequisite course grade point averages, National League of Nursing Pre-nursing Exam percentile scores and interview scores are evaluated by their correlation to the nursing course grade point average at the time of program completion. Multiple linear regression analysis and logistic regression analysis are used on a sample of 209 students accepted into an associate degree nursing program over a 5 year period at a technical college in Georgia. The impact of gender and the probability of program completion regardless of nursing course
NLN Pre-nursing Exam scores and prerequisite course grades to be the best predictors of success based on the nursing course grade point average. The probability of program completion without regard to nursing grade point averages indicates the reverse of the main study; interview scores and COMPASS scores seem to be significant indicators of program completion. Gender shows no significant correlation to nursing grade point average or to program completion.
INDEX WORDS: Nursing program admission, Selective admission for nursing programs, Interviewing nursing program applicants, Predicting nursing student outcomes
THE EFFECT OF STRUCTURED INTERVIEWS ON PREDICTING THE SUCCESS OF ASSOCIATE DEGREE NURSING STUDENTS
by
LINN M. STOREY
B.S.N., Columbus State University, 1995 M.P.A., Columbus State University, 1997
A Dissertation Submitted to the Graduate Faculty of The University Of Georgia in Partial Fulfillment of the Requirements for the Degree
DOCTOR OF EDUCATION
ATHENS, GEORGIA 2008
© 2008 Linn M. Storey All Rights Reserved
THE EFFECT OF STRUCTURED INTERVIEWS ON PREDICTING THE SUCCESS OF ASSOCIATE DEGREE NURSING STUDENTS
by
Linn M. Storey
Major Professor: Libby Morris Committee: Brad Courtney
Denise Gardner
Doug Toma
Electronic Version Approved: Maureen Grasso
Dean of the Graduate School The University of Georgia December 2008
TABLE OF CONTENTS Page LIST OF TABLES………..…...…vii CHAPTER 1 INTRODUCTION……….1 Background of Problem………1 Problem Statement………6 Purpose of Study………...7 Questions………...8 Significance of Study………...9
Limitations of the Study………..9
Theoretical Model……….……….11
2 LITERATURE REVIEW………...12
Introduction………….………...12
General Variables Used in the Selective Admission Process ………13
Standardized Test Scores Used in Selective Admission Process…..……….19
Prerequisite Grades and Overall Grade Point Averages Used in Selective Admission Process……….……….…23
Structured Individual Interviews Used in Selective Admission Process…...25
3 METHODOLOGY………..………...31
Defining the Variables………34
Sample Selection………...……….37
Data Collection………...39
Limitations of the Study……….41
Data Analysis……….41
4 FINDINGS……….42
Purpose of the Study………….……….42
Participants………42
Summary of Results……....……….……..44
Results for Question One………….…..………45
Results for Question Two…………..………46
Results for Question Three…….………...47
Results for Question Four….…….………48
Results for Question Five………..………49
Results for Question Six………50
5 DISCUSSION………52
Summary of Study……….52
Implications for Practice………58
Recommendations………..59
Limitations of the Study……….60
Implications for Further Research………..60
REFERENCES……….………..………...63
APPENDIX………68 Associate Degree in Nursing Interview Tool .………68
LIST OF TABLES
Page
Table 1. Variables Used for Study …….………...35
Table 2. Nursing Courses that Comprise the Dependent Variable ………..37
Table 3. Example of Data Collection ………...………….41
Table 4. Descriptive Statistics of Variables ………..43
Table 5. Correlation of Independent Variables to Dependent Variables ………...45
Table 6. Summary of Regression Analysis for COMPASS Score and Individual Interview Scores Predicting Nursing Course GPA …...………..46
Table 7. Summary of Regression Analysis for NLN Pre-nursing Score and Individual Interview Score Predicting the Nursing Course GPA ………47
Table 8. Summary of Regression Analysis for Prerequisite Course GPA and Individual Interview Score Predicting the Nursing Course GPA ………..……….48
Table 9. Summary of Regression Analysis for COMPASS Score, Prerequisite Course GPA, NLN Pre-nursing Exam score and Individual Interview score Predicting the Nursing Course GPA ...………..49
Table 10. Program Completion of Male and Female Students ……….50
Table 11. Summary of Logistic Regression Analysis of COMPASS Score, Prerequisite Course GPA, NLN Pre-nursing Exam Score and Individual Interview Score Predicting Probability of Program Completion ...………..51
INTRODUCTION Background of the Problem
The nation is experiencing a critical shortage of healthcare providers, a shortage that is expected to increase in the next five years, just as the largest population in our nation’s history reaches the age when increased medical care is necessary. Staffing of hospitals, clinics, and nursing homes is more critical than ever as the large numbers of “baby-boomers” begin to realize the need for more frequent medical intervention and long term care. Interest in becoming a nurse has waned in recent years, probably due to the history of the intense and demanding educational process, low salary, inflexible and long hours, and rapid “burn-out” of those practicing in the profession. A complex managed care environment in this nation is limiting the dollars available to be spent on nursing care. Many health professions, especially nursing, have the reputation of “eating their young” rather than offering effective mentoring to grow future healthcare providers. As a result of these factors, the number of nurses has decreased and employers find themselves understaffed and competing for competent personnel. Prior to 2001 the decline had been evident for several years (Rosseter, 2001). The population of nurses in America is aging also, including the faculty responsible for the education of future nurses, hence colleges and universities are experiencing difficulties in finding competent, credentialed faculty (Johnston, 2000).
As the nursing shortage is published in the news media and talked about among the general population, an increasing number of individuals are seeking to enter the field as
recent high school graduates or as adults returning to school for a second career. Enrollment in nursing programs increased steadily from 2001 – 2006 according to the American Association of Colleges of Nursing (AACN). However, admission into most schools remains limited due to the faculty-student ratios required by state boards and national governing organizations, and due to the many unfilled faculty positions across the nation. Data collected in 2006 by AACN shows that more that 32,000 program applicants who were academically qualified may have been turned away from nursing programs. In addition, many students who are accepted into nursing programs do not complete the program due to personal problems or failing grades (Rosseter, 2001). Because of the increasing health care needs, the shortage of professionals, and the economic climate, the burden falls on nursing programs to maintain a careful balance between accepted students and successful graduates. Nursing programs are now challenged by admissions decisions that will yield the highest retention and graduation rates. Pass rates on the national licensure exam, NCLEX, are also important in determining the success of students best suited for the nursing profession.
Screening and selective admissions processes for nursing programs are necessary to select the most qualified, most likely to succeed students in order to make the best use of the limited faculty members and admission slots. Graduates must be caring, competent, and capable of providing quality health care; and, they must be educationally prepared to pass national competency certification and licensure exams. Careful attention must be paid to the selection of the criteria that will be used in screening applicants. Although many approaches and combinations of criteria have been used in the past, it is more crucial than ever to screen applicants with tools that best predict the graduation of students, as well as their success on certification and licensure exams.
The admission process into a nursing program is usually multi-staged and includes the evaluation of cognitive abilities and personal qualities (Salvatori, 2001). Reliable and valid measures of assessment that are predictive of success must be identified and utilized alone or in combination with each other in order to ensure that an optimum number of applicants with the highest probability of successful program completion are accepted for admission. Common tools used to select nursing program students include high school grade point averages, college grade point averages, standardized college admission test scores, scores on a specialized preadmission nursing test, and individual interviews. Cognitive measures as admission tools are easily linked to academic success, but high attrition rates remain an issue.
Standardized testing scores, primarily the SAT, have been and remain the base determinant of admission into health related programs of study. Hundreds of validity studies have been conducted over many years, the majority of which show that high school grades and SAT scores together are significant predictors of academic success in college (Camara & Echternacht, 2000). Even though the SAT scores show general learned abilities and are a decent predictor of college success (Adelman, 1999), score differences related to gender, ethnicity, race, and economic status have been demonstrated (Zwick, 1999). It has also been noted that persistence and success in college are influenced by nonacademic factors for which standardized testing is not a good predictor (Camara & Echternacht, 2000).
Baccalaureate and associate degree nursing programs have pre-nursing standardized tests, designed and published by the National League for Nursing (NLN) and other validated instruments, available for use as an admission selection tool. In a study conducted by Campbell and Dickson (1996), the pre-nursing exam was predictive of success on the National Council Licensure Exam for Registered Nurses (NCLEX-RN) 100% of the time. This licensure exam,
developed and administered by the National Council of State Boards of Nursing, Inc. (NCSBN), tests the entry-level competence of a nursing program graduate prior to professional practice. Although this result should be used with caution since it was only one study, other studies have shown these exams to be good predictors of nursing graduate success on the NCLEX-RN (Gallagher, Bomba, & Crane, 2001).
High school grade point averages can be evaluated and used for admission screening, and some studies have shown them to be the best predictor of academic success in college (Salvatori, 2001). However, more non-traditional students than ever are returning to college many years after their high school graduation. These students bring years of real-world experience and developed work ethics which are not reflected in their high school grades but which could affect their college and health care profession success.
Deficiencies in academic preparation often cause problems for nursing students when they enter nursing courses, resulting in major changes and/or failures. Defining academic success in college grade point averages and determining which prerequisite courses have the ability to predict success are important in a selective admission process (Lewis & Lewis 2000). Science and nursing course grades have been demonstrated as strong cognitive predictors of successful program completion (Campbell & Dickson, 1996), but students have already been accepted into a program at that point. Lewis and Lewis (2000) found successful students typically had taken two or more anatomy and physiology courses prior to nursing program admission. A study of California Community College Associate Degree Nursing Programs (Phillips, Spurling, & Armstrong 2002) described a prediction model that contains overall college grade point average, English grade point average and Core Biology grade point average as main factors in predicting success.
Individual student interviews can be used as a component of selective admission processes for nursing programs to assess non-cognitive factors. Personal characteristics essential to success in the nursing profession, such as compassion, emotional maturity, empathy and self-awareness might be assessed in a personal interview (Rosenberg, Perraud, & Willis 2007). Interviewing prospective students can be done in unstructured, semi-structured, or structured formats, but a major concern in all formats is the bias and subjectivity brought to the interview by the interviewers (Edwards, 1990). Another concern is the amount of time required of faculty and staff to conduct interviews on all qualified applicants. Hall, Regan-Smith, and Tivnan (1992) found interview scores of medical students to have a positive correlation to student ratings after four years of medical school. The same study found interviews to be a better predictor of future grades than either the Medical College Admission Test (MCAT) or science course GPA’s. Interviews are conducted for admission into many nursing programs, but a very limited amount of research has been conducted on their value. One study, conducted at the University of Tel-Aviv, Israel (Ehrenfeld & Tobak 2000) found interviews to be partially effective as a screening tool, and noted that the attrition rate increased without interviews.
Although research on the ability of standardized testing, high school grades, and prerequisite course grades to predict success in nursing programs is abundant, there have been very few studies done to determine the ability of individual interviews to predict student outcomes. There is a gap in the literature related to the effect on the ability to predict success in nursing programs when the results of individual interviews are used alone or in addition to standardized testing and prerequisite course grades.
Problem Statement
Due to the increased need for nurses and the limited faculty resources available in this and most programs, it is necessary to determine the essential criteria to be used in the selective admission process for nursing programs in order to ensure the admission of those students who are most likely to succeed in the programs, on the licensure exams, and in the professional arenas of health care. Screening processes for nursing program admission are necessary to best utilize the limited faculty and facility resources and ensure that the maximum number of students will proceed to graduation. Graduates must be competent and capable of providing quality health care, and they must be educationally prepared to pass state licensure exams.
Selecting the components of the competitive process is important but remains controversial; objectivity versus subjectivity raises many concerns. Although standardized testing has been challenged in relation to multicultural effects on scores, it remains a primary method to determine admission eligibility. Grades, usually high school transcripts or grades in prerequisite science courses, are also evaluated and used as criteria for admission.
Individual student interviews by a panel of selected faculty, professionals, and administrators are frequently used as screening tools during competitive admission processes in nursing to give faculty members the opportunity to meet perspective students and ask selected questions. But, interviews can be very time consuming, and the results are based on the subjective opinions of the interviewers. The nature of the interview, the participants, the scoring process, and the level of subjectivity involved must be carefully considered. There is abundant research showing the predictable value of standardized tests and grade point averages, but there have been very few studies conducted that are concerned with the ability of individual interviews
to predict outcomes. This study will address the gap in the literature related to the effects of adding structured interviews to cognitive-based admissions processes.
Purpose of Study
The purpose of this study is to determine the extent to which individual interviews, when paired with college admission standardized test scores, specialized pre-nursing standardized test scores and prerequisite course grades, add to the predicted success of nursing students based on the grade point average of nursing courses at the time of graduation. The associate degree nursing program at a small technical college in Georgia ranks four criteria on each qualified applicant to determine acceptance into the program: COMPASS scores, National League of Nursing (NLN) Pre-nursing Exam percentile score, prerequisite course grades and an individual interview score. COMPASS is a standardized, computer-based test produced by the American College Testing Program (ACT) that evaluates skill levels in Reading, Writing, Pre-Algebra and Algebra for college course placement. All students applying for admission to the college must take this exam. The NLN Pre-nursing Exam is a standardized exam that is written by nursing educators and professionals and used as an entrance evaluation in many nursing programs nation-wide.
The only subjective criterion, the interview, is costly and time consuming. It is unknown if the interview scores add to the prediction of successful program completion or if the objective criteria are better indicators singularly or as a group. Successful completion of the program, for the purpose of this study, is the grade point average of the required nursing courses in the program. There are 11 separate courses that include theory, lab and clinical hours for a total of 55 quarter credit hours. A grade of C or better must be attained in each course for a student to continue in the program sequence.
Analyzing admission data from the records of students accepted into the program over a five year span could justify the expense and time that is devoted to the interview process or determine that the objective variables alone are better predictors. Understanding current and past practices and results can guide future decisions related to changing practices or allowing them to remain the same (Merriam & Edwin 2000).
Questions The research questions guiding this study are:
1) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with college admission standardized test scores (COMPASS)?
2) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with specialized pre-nursing standardized exam scores (NLN Pre-nursing Exam)?
3) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with prerequisite course grades? 4) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with college admission standardized test scores, specialized pre-nursing standardized test scores, and prerequisite course grades?
5) How does the gender of applicants relate to program completion of students in an associate degree nursing program?
6) Does an interview score predict the program completion of an applicant?
Significance of the Study
The theoretical significance of this study will be the evaluation of subjective input data as an additional assessment to objective data in the determination of outcomes. Objective input data, such as standardized test scores and course grades, are generally considered to be the best input predictors (Astin, 1993). Specific to nursing programs, Lewis and Lewis (2000) found that prerequisite course grades are good predictors of the final college grade point average. However, the admission process for nursing programs usually includes both cognitive abilities and personal qualities (Salvatori, 2001). The personal qualities of applicants are evaluated in the interview process, so the results of this study could add to the small body of literature that is available related to the value of subjective input in the selection process of nursing students.
Interviews of program applicants require many faculty and staff hours to plan, schedule and execute. This results in additional expense and time away from other responsibilities. The practical application of this study will be to identify the additional benefit, if any, of individual interviews on predicting the success of nursing students. The results could eliminate the additional cost and time created by the use of interviews, or the results could justify the need for such interviews in the admission process of nursing programs. Either outcome could impact the ability of nursing programs to select students who are most likely to successfully complete the program, become licensed and join the profession as a registered nurse. This, in turn, would be an avenue to addressing the current and future nursing shortage.
Limitations of the Study
There will be several limitations expected in this study and other limitations may become apparent as the study progresses. The study will investigate a nursing program in a small technical college in Georgia which has interviewed applicants over a five year time frame. The
program manager for the program who selects the interview panels changed twice during the five years, therefore the composition of the interview panels varied in size and composition. Some panels were composed solely of health science faculty, others contained faculty and administrative personnel, while other panels had additional professional members from the healthcare service community. There were never fewer than three members on any panel, but in some instances the panels numbered five and six.
The interview tool was developed locally by program managers in the school of health sciences at the same technical college with minimum research conducted on the content of the tool. The maximum point score is 25 for each interview. Inter-rater reliability has never been evaluated; the scores of each interviewer are simply averaged for the final student score. However, the same tool was used for each interview over the five years, with slight modifications to the scenario type questions; these questions were revised each year to deter students from anticipating and planning for specific questions. The interview tool was identical in many ways for all interviews; all sought to determine applicant goals, their reasons for choosing a health care career, their ability to formulate ideas and communicate them to others, and their ability to think critically when given a situation or problem. After each interview panel, members evaluated the applicant’s appearance, body language, communication skills, and grammar as well as their response to the questions to arrive at their score. The size and location of the sample may be another limitation of the study. Although the sample includes more than 200 program accepted applicants over a period of five years, all are from the same technical college population in a southern state. Generalizing the results should be done with that in mind. A final limitation of the study is the lack of graduates who were selected without an interview score, because all students selected since the beginning of the program have an interview score.
There is not a sample group of students available who were selected based only on objective criteria to determine outcome differences between that group and the sample group used for the study.
Theoretical Model
This study is grounded in the role of pre-assessments in predicting student outcomes. Several authors, including Astin (1993), have written about student input data that can be used to determine outcomes. Cognitive function, such as standardized testing and previous grades, can be assessed as input measures, but there may be other criteria that play important roles in outcomes. Demographic characteristics, personal goals, attitudes, behavioral patterns, religious beliefs and financial concerns may be variables that improve or lower the success of students. Some of these inputs could possibly be evaluated during an interview but are more difficult to measure. Astin’s conceptual model that includes environment of the educational experience as an input variable does not pertain to this study, but using an interview to identify personal goals, reasons for choosing nursing as a career, attitudes about caring for others, etc. could provide valuable information about prospective students.
It is the hypothesis of this researcher that subjective as well as objective assessment of qualified applicants may be necessary to more accurately determine successful completion of associate degree nursing programs; that the relationships among the variables when combined better predict the outcome of the student. The study consists of three objective assessments (COMPASS scores, Pre-Nursing NLN percentile score, prerequisite course grades) and one subjective assessment (interview) as independent variables, and one outcome measure (nursing course GPA) as the dependent variable.
CHAPTER 2
LITERATURE REVIEW Introduction
This chapter will review the literature that is considered significant in the area of selective admission processes and their value to associate degree nursing programs. Nursing programs in the United States are under pressure to accept and graduate more students every year due to the current shortage of nurses in the workforce and the looming increase in that shortage over the next few years. The United States Department of Labor estimates a 23% increase in new positions in 2016 over 2006, the largest number of new positions among all occupations. In addition to these new positions, needed primarily to care for retiring baby boomers, the majority of the current registered nurse workforce will begin to retire in 2010, and new graduates leave the profession at a rate of 13% a year. As a result, there could be as many as 800,000 unfilled positions by 2020 (Buerhaus, Staiger & Auerbach, 2003).
It will become more and more important to select the students who are most likely to complete the coursework and pass the NCLEX-RN exam to become licensed. Because of the increasing health care needs and the economic climate, nursing programs must maintain a careful balance between accepted students and graduates. What criteria or combined sets of criteria are important to evaluate when considering student selection: selective course grade point average; standardized admission test scores; specialized pre-admission tests for pre-nursing students; individual interviews; or a combination of all of these?
Research related to grade point averages and standardized test scores used by nursing programs is abundant and often combined within the same study; but little has been written about
the individual interview process as a selection criteria. This review of literature organizes the variables into the following sections:
1) General variables used in selective admission processes
2) Standardized tests scores used in the selective admission process
3) Prerequisite grades and overall grade point averages used in the selective admission process 4) Structured individual interviews used in the selective admission process
General Variables Used in the Selective Admission Process
Many colleges and universities use standardized tests and high school grade point averages in their admission process. However, review of literature shows various additional methods are used by allied health and nursing programs to select candidates who are most likely to be successful in the programs and in the professions. Grade point average of college courses prior to program admission has been shown to be the best predictor of academic success in health programs, but the relationship to clinical performance has not been shown (Salvatori, 2001). Standardized tests that are specific to the field of study are good predictors of success on licensure and certification exams , especially in the nursing (Wall, Miller, & Widerquist 1993), but many allied health professions do not have valid standardized tests required for entry into the work force. More research is needed to determine methods that best assess non-cognitive applicant characteristics.
The admission process in nursing programs is usually multi-staged and includes cognitive abilities and personal qualities (Salvatori, 2001). Reliable and valid measures of assessment that are predictive of success must be identified to better utilize limited program space, faculty ratios and clinical availability. Science and nursing course grade point averages have been demonstrated as strong cognitive predictors for the NCLEX-RN (Campbell & Dickson, 1996),
but students have already been accepted into a nursing program when they are taking these courses. Campbell and Dickson (1996) analyzed 47 nursing research studies conducted from 1981 – 1990 that were done to predict student success. Questions posed for the meta-analysis included, in brief: 1) What are the demographics of successful students? 2) How effective are predictors in determining retention, graduation, and NCLEX-RN success? 3) How effective are interventions? They determined from the meta-analysis that large numbers of nontraditional students are entering nursing programs, and that there is increased diversity. They also identified patterns and trends based on the review. Quantitative variables most often studied in the time frame were grade point averages and standardized tests. All grade point averages were found to correlate significantly with graduation and NCLEX-RN success, which was congruent with studies as early as 1978. SAT scores were found to be the standardized test most often studied as a predictor variable, even though the ACT was determined to be the best predictor of NCLEX-RN success. The authors stated, “The NLN pre-nursing examination was predictive of success 100% of the time. However, because it was used in only one study, this finding should be used with caution”. (Campbell & Dickson, 1996, p. 57). One especially interesting point made in the meta-analysis was related to the determination that there is a consistent prediction of student success related to science course grades: interventions aimed at increasing success should begin at the pre-nursing level with special attention to tutoring at-risk students while they are enrolled in basic science courses. The overall findings of Campbell and Dickson (1996) included the inability to consistently identify predictive characteristics of nursing students. The major recommendation for further study was related to more collaborative study between colleges of comparable size, curriculum, degree level offered and student population with increased funding for nursing education research in general.
McLaughlin, Moutray, and Muldoon (2007) studied the role of nursing students’ personality and self-efficacy in relation to drop out rates and academic performance. This was a longitudinal study of 384 nursing students from a university in Belfast, Ireland, using questionnaire that measured their confidence level on a 5-point scale. Their study found that students with higher self-efficacy scored higher grades while students who were more impulsive, extraverted and apathetic scored lower marks. The authors defined extraverted students as those who are assertive and social but who seek constant stimulation and frequently become bored. One of the conclusions derived from this study was that personality evaluation could contribute, along with other evaluative tools, to selecting the students for nursing programs who are most likely to complete the program.
A study completed by Zeidner, Kremer-Hayton, and Laskov (1990) examined scholastic aptitude, grades, and interviews as predictors of success in nursing school in Israel, and even though it depicts results from another country where nursing programs might differ from local programs, the findings could be important. High school achievement was found to be a weak predictor of program completion, and standardized test scores were found to be the best indicator of performance and program completion. Interviews were found to be a valid predictor of good clinical performance but a poor predictor of passing grades on exams.
Rosemary Liegler (1997) conducted a study to predict the overall satisfaction of senior students in baccalaureate nursing programs. The results showed some relation between satisfaction and academic progression. Integration into the social system as well as the academic system accounted for 42% of the variance for predicting satisfaction, ergo success. Yellen and Geoffrion (2001) studied 190 associate degree nursing students from 1996 through 1999 to
determine success predictors. They demonstrated that entrance reading scores showed a significant difference in relation to pass and fail rates in the program.
Lamm and McDaniel (2000) conducted a study to identify which variables best predict the success of practical nursing students on the licensure exam. They conducted a retrospective study at a public, community-based college in Indiana on a sample of 667 practical nursing students over a five year period. Demographic, academic, and aptitude data were coded and a logistic regression analysis was used to determine the relationship between the variables and NCLEX-PN success. Findings identified no relationship between age, gender, socioeconomic status, or GED versus high school graduate. Race had a significant bivariate relationship when analyzed alone, but was not a significant predictor when analyzed with other variables. They found college GPA to be the most accurate predictor of NCLEX-PN success. Aptitude was measured with several scales, but the General Mental Ability subscale proved to have the strongest predictive value. Overall the predictors of practical nursing student success on NCLEX-PN were found to be similar to the research conducted on predictors of nursing student success on the NCLEX-RN.
A significant study by Jeffreys (1998) was reported in the January/February issue of Nurse Educator. She conducted a study to predict the retention and academic success of non-traditional nursing students, which she defined as a part time student, one who commutes, or one who is older than twenty-four years, based on a model by Bean and Metzner (1985). Using background variables, particularly high school performance, academic variables at the college level, and environmental variables that influence the student outside of the academic environment, Jeffreys did a linear regression analysis. The outcome of the environmental variables was particularly interesting. Family responsibilities and family crisis were found to
restrict academic achievement. However, family support was found to be related to academic success. Identifying at-risk, non-traditional students prior to admission could increase retention and success rates. Jeffreys advocates student self-appraisals during the transition phase from pre-nursing to program admission in order to plan guidance and advisement.
In 1981 Hultquist completed a dissertation at the University of Southern California on admission variables as predictors of success in three classes of an associate degree nursing program with a total of 240 students. There were three purposes of her study, one of which was to determine if there is an equation that can be used to select applicants who are most likely to succeed in the program. Using a step-wise analysis of multivariates she discovered four variables that best predict the selection of successful students: chemistry grade; Microbiology grade; Davis Reading Speed Test Score; and previous work experience in the health field. She concluded that objective data can predict successful students, but that utilizing more than one variable in the selection process results in a more precise selection. A primary recommendation made in the study is that nursing programs validate the use of their selection criteria.
A more recent dissertation (Roberts, 2002) studied the effects of ranked and non-ranked selection criteria in relation to success of associate degree nursing students in California. The researcher had witnessed changes in admission processes from ranked to non-ranked in order to meet the mission of community colleges, but there was very little data concerning the outcome of the changes. Student success rates were dropping at a high cost to the institution, the community, and the students. The study spanned five years of admission at 71 California community colleges. Data were collected using locator cards and a survey instrument and an analysis with both descriptive statistics and z-scores was done. Findings showed a significant
difference in success when a selective admission ranking was utilized as opposed to non-ranked admission, advocating changes in selective criteria needed to increase success.
Professions other than allied health and nursing are concerned with the predictive value of admission criteria, also. Villeme (1983) studied factors that might predict performance on teacher certification exams in Florida. A sample of 400 southern Florida university students was used in the step-wise regression study. Grade point average and standardized test scores were examined as well as race, sex, and other demographics, and it was determined that standardized test scores were the best predictors of success on the certification exam. Salzman (1991) presented a study that examined ACT (American College Testing), PPST (Pre-Professional Skills Test), and GPA (grade point average) as predictors of success on the Teacher Performance Assessment Instruments using a sample of 620 students as subjects. The data from the study suggest verbal skills, especially reading, to be important predictors of academic success. A study by Smittle (1995) utilized high school grade point averages and rank, standardized placement tests, and student characteristics to examine the usefulness of comprehensive assessment to predict community college grade point averages. The results suggest that both academic and non-academic variables are predictive of success when used as part of a comprehensive model. In 1988 a retrospective study of physical therapy students supported the value and use of qualitative input, such as interviews, but did not support traditional quantitative input, such as test scores and grades, as predictors of success in the program (Gramet & Terragina, 1988).
Research that investigates general variables for student selection in nursing and other professional programs varies in outcomes but seems to point to the need for the use of combined evaluative criteria rather than a single, deciding factor. Personality and attitude may be
important in addition to grades and standardized scores. A closer look at literature pertaining to each of these is detailed in the following sections.
Standardized Test Scores Used in the Selective Admission Process
Hundreds of validity studies have been conducted over many years, the majority of which show that high school grades and SAT scores together are significant predictors of academic success in college. It has also been noted that persistence and success in college are influenced by nonacademic factors for which standardized testing is not a good predictor (Camara & Echternacht, 2000) .
Even though the SAT has been proven to show general learned abilities (Adelman, 1999), score differences related to gender, ethnicity, race, and economic status have been demonstrated (Zwick, 1999). The ACT and the SAT have been investigated by academic journals as well as by the popular press over the years, and an array of reasons have been given for the reported bias contained within the tests. Socioeconomic and cultural factors along with genetic and language factors have been noted in test bias (Zwick). The University of California decided upon a simple solution to the 1996 California Proposition 209 which prevented race or ethnicity from being used as admission criteria in the state. They used evidence showing that the SAT eliminated minorities from admission and decided to eliminate the SAT totally as admission criterion (Zwick, 1999). Adelman, in an article published in The Chronicle of Higher Education (1999), states that academic quality and intensity shown in a four year high school curriculum is a much stronger predictor of college success than “a three hour test on Saturday morning” (p. B4).
The tests do not create the differences, they just show the differences, according to Eleanor Home, Executive Assistant to the president of the Educational Testing Service (ETS) (Rodriguez, 1996). The Educational Testing Service began sensitivity reviews in 1970 to
eliminate stereotypes and offensive terms, and in 1980 they began to review for fairness of the tests for certain groups (Rodriguez, 1996). In 1999 the United States Department of Education’s Office for Civil Rights published a draft guide to college and university admissions offices notifying them that relying on standardized testing alone could result in charges of illegal discrimination (Clegg & Ostrowsky, 1999).
However, there is justification in using SAT scores to determine college admission, because the test is a decent predictor of success for first year college students (Adelman, 1999). In an article published in The Chronicle of Higher Education the authors (Clegg & Ostrowsky, 1999) stress that we need to distinguish between qualified and unqualified applicants for their own benefit as well as that of the institution. Standardized testing itself is a controversial area but other research points out positive indicators. A study by Paszczyk (1994) examined ACT scores to determine if they are reliable in predicting academic success in college. The study looked at graduates of Chicago State University between 1990 and 1993 who had taken the ACT at the time of admission, for a total sample of 428 students. Results of the study indicated a correlation between ACT scores and the final GPA of the student; as the ACT increased, so did the final GPA.
Other types of standardized testing, those specific to pre-professional specialty areas, can serve as admission criteria in addition to the ACT and SAT. Although the PPST (Pre-Professional Skills Test) was shown to have questionable additional predictive value for college of education admissions (Mikitovics & Crehan, 2002), the National League of Nursing pre-nursing tests have been found to predict program success as well as success on the NCLEX-RN (Wall, et al. 1993). A study completed in 2001 (Gallagher, et al. 2001) found that the Entrance Exam for Schools for Nursing (RNEE) is a good predictor of success in the first nursing course,
and the average in the first nursing course is predictive of successful completion of the program. The reading comprehension subtest score on the RNEE proved to be of special importance in estimating a minimum score that would in turn determine a 50% probability of success in the nursing program.
Researchers often study evidence of predictive validity of standardized tests, the degree to which they can predict future performance in the education process. Mikitovics and Crehan (2002) conducted such a study on the Pre-Professional Skills Test (PPST) as a part of admission requirements for colleges of education. The study looked at PPST and ACT scores of 372 graduates and found the PPST to be a weak predictor of success in future performance and may only be an expensive duplication of what is shown by the cheaper ACT. The results suggested that the tests measure similar constructs.
Some research studies focus on specific part of admission exams. A retrospective study done by Yellen and Geoffrion (2001) found entrance reading exam scores to be significantly different between passing and non-passing groups of nursing students. The authors state that noting this prior to, or at the time of, admission allows for early remediation which is important in light of the recent enrollment decline in nursing programs. It provides an opportunity to revise recruitment and admission standards by first, better predicting the success of students, and second, by identifying those students at risk and designing development strategies for them.
Another retrospective study was designed and conducted in 1993 for the purpose of identifying academic variables that predict success on the NCLEX-RN (Wall et al. 1993). Variables studied included the SAT and National League for Nursing Diagnostic Readiness Test. Subjects were part of a baccalaureate nursing program from a private, liberal arts college in the Midwest. Out of a total of 92 students only 86 had SAT scores and 55 had scores for the
Diagnostic Readiness Test. The study used inferential statistics to determine which variables predicted success. The results indicated that data obtained prior to program acceptance can predict performance on the NCLEX-RN, but that the high school rank was more significant than the SAT score. Since other studies had indicated that the SAT, especially the verbal portion, is a good predictor of success on the NCLEX-RN, the authors recommended that this be explored further. The Diagnostic Readiness Test proved to a good predictor of success on the NCLEX-RN, but other tests have been developed and evaluated as well.
The Nurse Entrance Test (NET) was developed by Educational Resources, Inc. (ERI) as a diagnostic tool for nursing program admission. Scores are given in basic areas of math, reading comprehension, reading rate, learning styles and test taking skills, but critical thinking skills are also evaluated. Non-academic indicators are also included in the NET, such as areas related to individual stress level and ability for social interaction. A study in 2003, conducted by Sayles, Shelton and Powell indicated that the NET be used to predict success in nursing programs, especially by identifying at-risk students. For instance, students who speak English as a second language and scored less that 55% on the reading comprehension portion had a greater likelihood of failure. Identifying such groups of students prior to admission can result in specialized tutoring and involvement of the students in programs aimed at increasing student success.
Critical thinking, described by many nursing researchers as essential to the nursing process and profession, is evaluated by NET in three different sections: inferential reading, main idea of passage and predicting outcomes. The concept of critical thinking can be difficult to define. Hynes and Bennett (2004) define it as “making informed and purposeful decisions by looking beyond the obvious” (p. 26). Ellis, in a 2006 study, describes it as “purposeful, goal-directed thinking” that combines “experience, knowledge and intuitiveness” (p. 263) to make
decisions when caring for patients. Her study, which looks at the NET as a predictor of success in program’s admission process in Louisiana, found that the critical thinking portion is one way to predict program completion and NCLEX-RN success.
Although standardized admission tests and pre-nursing admission tests have been researched for many years by the agencies publishing the tests and by individual researchers, questions about the results and how to use them still arise. These tests can and probably should be an integral part of a selective process.
Prerequisite Grades and Overall Grade Point Averages Used in the Selective Admission Process Deficiencies in academic preparation often cause problems for nursing students when they enter nursing courses, resulting in major changes and/or failures. Defining academic success as it related to program completion in grade point averages and determining which prerequisite courses have predictive value are important in selective admission processes (Lewis & Lewis, 2000). Many researchers have studied cognitive and non-cognitive variables on college GPA, but there are few studies that look at prerequisite grades of nursing students in relation to their success on the NCLEX-RN. Overall, Lewis and Lewis (2000) found, when reviewing literature, that nursing prerequisite grades and standardized testing scores predict final college GPA. Their study constructed a correlation matrix to examine the relationship between student’s academic records in college and their academic success. They looked at 168 students after completion of two years of coursework necessary for transfer into the last two years of a nursing program. Success after four years was defined as a cumulative GPA of 2.5 or higher. Predictors of a this success were found to be twofold, though both were mild predictors: 1) successful students typically had taken two or more anatomy and physiology prior to nursing
admission, and 2) students taking prerequisite courses at a four year school were more successful.
A study reported in Nurse Educator (Ostrye, 2001) focused on successful completion of practical nursing programs, stating that most research on prediction of success is focused on baccalaureate nursing programs. A review and meta-analysis of 47 nursing education studies reported as a part of this research effort showed that grade point averages in science courses was one of two greatest predictors of academic success. Since the author could find no research since the NCLEX-PN was revised in 1996, she sought to determine success predictors for practical nursing students. Demographic characteristics, pre-admission testing scores, and basic skill courses taken were the variable analyzed. The study found two pre-nursing admission variables to be correlated with NCLEX-PN success: 1) Psychological Services Bureau-Aptitude for Practical Nursing Exam (SB-APNE), Natural Science subscale test score, and 2) remedial reading courses. The strongest predictor of all investigated variables in this study was found to be the cumulative nursing course grades, but courses prior to entering the nursing program have been researched as predictors, too.
A study in 2003 by Potolsky, Cohen and Saylor determined that performance in basic science courses, especially biology can be a reliable predictor of nursing program success. Another finding when analyzing the prerequisite course grades and nursing grades was that students exhibited higher grades in the prerequisite courses, especially sciences, than in initial nursing courses. The researchers discussed the difference in the evaluation processes of these two very different types of courses, explaining that science course grades were based on retention of knowledge and facts while nursing course grades are based on the application of complex concepts to hypothetical situations involving critical thinking and problem solving
about patient care. Therefore, the ability of science course grades to predict nursing course grades might be limited.
Significant predictors of student success, identified in a study conducted by Phillips, et al. (2002), were anatomy, physiology and microbiology grades. Their study, done in the California Community College System to develop a model that would improve completion rates, also indicated that overall GPA and English GPA were predictors of student success in nursing programs. Eighty five percent of the students completed the program successfully when reading scores were used a selective criteria. Only 75% of students completed the program when reading scores were not used as a selection criterium.
Although high school grades may not be the best indicator of program completion as described in the first section of this review of literature, certain prerequisite course grades at the college level can be very important. Science, including biology and chemistry, can have a heavy impact when predicting the ability to complete a nursing program, but English grades can also be shown as predictors.
Structured Individual Interviews Used in the Selective Admission Process
Interviewing prospective students can be done in unstructured, semi-structured, or structured formats, but a major concern in all formats is bias of the interviewers and standardization of the interview tool (Edwards, 1990). The time and cost involved in conducting individual interviews concern many nursing program faculty members, especially when it is unclear if they add any value to the selective process. Very few studies have been conducted that relate directly to nursing programs, but several have been completed in allied health program, medical schools and other specialized areas of study. A study completed by Hall, et al. (1992) found that interview scores of medical school applicants correlated positively
with ratings after four years and were better predictors of program completion than the Medical College Admission Test (MCAT) scores or science GPA’s. Interviews were conducted individually by a panel of two interviewers selected randomly from an interview pool. The interview scores contained academic as well as nonacademic criteria, because the interviewers considered the academic history of the candidate when calculating the score. Student success was determined as being on the dean’s letter rating at the time of graduation. The study found a significant relationship between interview scores and the dean’s letter rating, and the authors recommended the interview as a valid predictor of success.
Another Medical School study revealed moderate-to-low correlations between other admission criteria and interviews in a study reported by Patrick, Altmaier, Kuperman, and Ugolini (2001), but it was shown that the interview provided useful information. Participants included 490 applicants to a medical school residency program who underwent an interview process as part of selective admission. The interviews were structured and the inter-rater agreement was good. Higher scores on the interview predicted a greater chance of being accepted into the program.
A study of Physical Therapy students in which only one qualitative independent variable was used was done in New York (Gramet & Terragina, 1988); that variable was a rated, personal interview. Several quantitative variables were employed in various regression statistical models. A sample of 98 Physical Therapy program applicants from 1972 – 1980 was used to conduct a retrospective study to determine which pre-professional variables are predictive of successful program completion. The best predictor of program completion was a four variable model of which the personal interview score was included along with high school grade average,
prerequisite course grades, and age at the time of entry. In the discussion of the study, the authors (Gramet & Terragina) state,
Although the three variable model had merit, it was felt that the increased predictive power achieved by the addition of the personal interview, warranted the recommendation of the use of the four variable model. The five, six, and seven variable models did not significantly increase the prediction of the dependent variable. (p. 371)
Identifying the personal interview as an important independent variable in this study confirmed the value of the interview in a selective admission process, and the continuation of the interviews was reinforced for the program regardless of cost and time involved.
Another allied health program study was conducted in 1994 on radiology technology students at East Tennessee State University to evaluate the admission criteria and process that was being utilized (Shehane, 1994). Program completion was defined as success. Students accepted into the program (70) were ranked based on their academic record and an interview. A majority of the students were successful (83%) in the program, and these successful students showed that the academic ranking was statistically significant in predicting their program completion, but the interview ranking did not show as a significant predictor of student success.
Studies have been done in other non-medical professional areas, as well. Zinatelli and Dube (1997) describe a structured interview method to be added to the selection process of students into a chemical engineering program in Canada. Their goal was to develop an equitable strategy for selective admission processes that would lower the chance of turning away prospective students who are likely to be successful.
Although the reliability of personal interviews for admissions purposes in the field of nursing is controversial, they have been shown to provide an excellent rating tool when used
correctly. Yet other studies have found that interviews contribute no more than what is already available from standardized tests and academic records, and many of them show that personal relationships could bias the process. In a study done at Tel-Aviv University (Ehrenfeld & Tobak, 2000) it was found that interviews can be somewhat successful in screening drop-outs, but the attrition rate increased when interviews were not part of the admission process. Data was gathered from admission candidates and staff through the completion of questionnaires relating to the interview process and from academic records. All who participated in the study indicated that they had reservations about interviews being used as selective criteria for the nursing program, mainly because they considered it to be subjective and of little predictive value. The researchers found the majority of dropouts to be the result of personal reasons, followed by low academic ratings. Findings, as described above, indicate that attrition is reduced when interviews are involved in the admission process. However, they found that improvement was needed in the format of the interviews, moving from unstructured to a more structured format.
One of the variables considered in a study done in 1985 to identify predictors of academic success of associate degree nursing students was nursing faculty input through a personal interview (Oliver, 1985). Applicants were questioned, during the interview, about their perceptions of nursing education, professional practice, and their motives for wanting to attend nursing school. Other variables included selected demographics, previous health care experience, previous college attendance, and part time versus full time status. Analysis of data indicated that prerequisite biology and English grades showed significant relationship with student success academically. But, another finding, though less significant, was new and exciting for the author at the time: faculty predictions of success gained from interviewing the applicant and reviewing the academic record was related to academic success.
A study completed in 1979 (Stronck) found subjective data from interviews to be unrelated to nursing program completion and the final GPA earned in the program. Prerequisite grade point average and entrance achievement test scores were found to be the most accurate predictors of program completion. Likewise, a study conducted in Illinois a few years later (Steinen, 1981) found that interviews and other subjective tools were not useful in predicting nursing program completion.
The most recent literature published that pertains to the value of interviews when used to screen students prior to acceptance into nursing programs was in the Journal of Nursing Education. Authors, Rosenberg, et al. (2007) are affiliated with the Rush University College of Nursing in Chicago, Illinois and its twelve month accelerated Bachelor of Science in Nursing (BSN) program. The program uses a structured personal interview as a part of the admission process and the researchers sought to determine if the interviews provide value in predicting successful program completion. The decision to include interviews, beginning in 2003, was determined to be a risk that included time and money. Even though the annual cost including salaried time, preparation and training of interviewers was $7,500, the annual tuition of $29,460 for just one student otherwise qualified but denied and replaced by a student with a greater likelihood of success, that cost was recovered. Applicants were asked an array of questions about their understanding of how nurses work, their experience in the health field, their personal characteristics, and why they are currently in school. Although attrition still occurs in the program, and because they cannot compare interview versus no-interview situations within the same program, they must compare their attrition rate with the attrition rate of the traditional BSN program at the same University where an interview is not utilized. The annual attrition rate for the accelerated program is 10-15% while the attrition rate for the traditional program is 20-30%.
The authors noted that as the interviewers became more experienced from year to year and more able to identify those applicants who were less likely to succeed, the number of students who are denied admission based on the interview has grown. They cite an example of a student who was exceptionally academically prepared but about whom the interviewers had concerns, because the student never mentioned caring as an integral part of nursing. The applicant was admitted to the program regardless of the concerns but failed the first clinical practicum. This confined study did find value in admission interviews for the accelerated program at their college. They determined that the ability to screen applicants who are less likely to complete the program is the right thing to do professionally and financially even if the number is small.
There is an obvious gap in the literature related to the effect of interviews on the ability to predict success in nursing programs. Very little research can be found related to the results of individual interviews when used in addition to standardized testing and prerequisite course grades, but it is obvious from recent attempts to study interviews as selective criteria that interest in the process is growing. It would benefit all who currently use interviews as a tool and all who are considering interviews as a tool to know more about the correlation of the interview to program completion.
METHODOLOGY Purpose of the Study
The purpose of this study is to determine the extent to which one independent variable, individual interview score, when paired with three other independent variables, college admission standardized test scores, specialized pre-nursing standardized test scores and prerequisite course grades, add to the predicted success of nursing students based on the dependent variable, the grade point average of 11 nursing courses at the time of graduation. Interviewing qualified applicants to select those most likely to complete a nursing program requires many hours and extensive planning and organization. Faculty members, other college personnel and professionals from the community are often asked to serve on a panel to interview and score prospective students, taking them away from other responsibilities. Appropriate space for the interviews must be identified, an interview tool for each student must be printed and provided to each interviewer, work schedules have to be reorganized, and stress levels for all involved are increased. Only qualified applicants are interviewed but there are usually two to three times more qualified applicants than available openings in the program; there can be up to 175 individual interviews to complete. Is it all a waste of time? Are we determining the same student outcome by evaluating other variables such as grade point averages and standardized test scores? This study seeks to determine if value is added to the selection process when interview results are combined with other other, more objective selection criteria such as standardized test scores and prerequisite course grades. The study addressed the following research questions:
1) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with college admission standardized test scores (COMPASS)?
2) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with specialized pre-nursing standardized exam scores (NLN Pre-nursing Exam)?
3) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with prerequisite course grades? 4) To what extent do individual applicant interviews increase the predictability of the success of students in an associate degree nursing program when combined with college admission standardized test scores, specialized pre-nursing standardized test scores, and prerequisite course grades?
5) How does the gender of applicants relate to program completion of students in an associate degree nursing program? Fixed attributes of gender, age and race are available for each student but are not part of the competitive selection process at the college. However, it was decided that gender would be included in the study because this particular nursing program seems to have an unusually high number of male applicants who are accepted into the program. Textile mills within the community have closed or outsourced to other countries in recent years, giving many men and women the opportunity to return to school and prepare for another profession. Only about six percent of nurses in the United States are men. A summary of 209 students accepted into the program over the five year span included 25.8% men, and 23% of the graduates from the program over the five year span were men. Based on these percentages gender was added as an independent variable in the study.
6) Does an interview score predict the program completion of an applicant? Student success or outcome, for the purpose of this study, is generally program completion. More specifically, the individual student grade point average of the nursing courses at the time of graduation was calculated as the dependent variable to determine the specific correlation to each of the four independent variables, especially the interview variable. Only 151 students completed the program and earned a grade point average in the eleven nursing courses. These correlation studies do not take the entire interviewed population (209) into account to determine the probability of program completion in general, so the sixth question was added to the study to determine that probability through logistic regression in an effort to look at all possible answers.
Research Design
The design for the study is ex post facto, non-experimental. A correlation analysis incorporating longitudinal archival student data was utilized to examine the nature of the relationship of each of the independent variables to the dependent variable. Correlation analysis measures the strength between two quantitative variables and is positive when the relationship between the two is positive, so the first step of the study was to separately correlate each of the four independent variables to the single dependent variable. The study investigated longitudinal data from annual individual student selection criteria at the beginning of the program to the final grade point average of nursing courses for each student upon completion of the program for the years 2002-2007. Several higher education researchers, including Astin (1993), indicate that longitudinal data are relevant when determining the value of assessments.
A multiple linear regression analysis was used to determine which of the four independent variables best predicted the dependent variable, success in the program, which was determined by the final nursing grade point average. It was especially important to determine if
the interview score, when combined with one or more of the other independent variables, was predictive in determining which program applicants were most likely to successfully complete the program so a stepwise selection regression and best subsets regression were done. This involves beginning with an independent variable that best predicts the dependent variable and adding subsequent variables to determine the best combination. If the addition of the interview variable increases the ability to predict which students will successfully complete the program, the assertion can be made that the interview is valuable and worth the resources that are required to accomplish the interview process.
A logistic regression analysis was used to predict the probability of program completion that could be determined from each independent variable. This type of analysis allows the prediction of group membership, in this case successful program completion, by calculating the probability of success over failure. It also shows the relationship and the strength of the relationship between variables in the form of odds or ratios (Agresi, 1996).
Defining the Variables
A total of four independent variables were identified for this study, three being objective in nature and one subjective in nature. The grade point average of the 11 nursing courses was identified as the program outcome and was used for the dependent variable. These variables are shown in Table 1.
Table 1. Variables Used for Study
Independent Variables
Score
Range Dependent Variable
Prerequisite Course GPA (N=4) COMPASS Score
0-4.0 0-4.0 0-400
Nursing Course GPA (N=11)
NLN Pre-nursing Exam Score 0-100
Individual Interview Score 0-25
The grade point average for four prerequisite college courses (Prerequisite Course GPA), the first of the objective independent variables consists of grades earned in College Algebra, English Composition and Rhetoric I, Human Anatomy and Physiology I and Introduction to Microcomputers. Applicants to the program can begin taking these courses at the college at any time, or the grades can be transferred from other colleges or universities. The program policy states that the first passing grade (C or higher) in each course will be used for ranking in the selection process. Students may retake any course for a higher grade but only the first passing grade will be considered. These courses were selected by program faculty and the program manager as having the most important content related to the early courses in the nursing curriculum.
The second objective independent variable is the COMPASS score, the standard, computer-based placement exam produced by ACT that is given to all students upon admission to the college. The scores for the Reading, Writing, Pre-Algebra and Algebra sections of the exam are totaled for selection ranking purposes. Each sectio
